The case for a student honor code and beyond

Davis, Mardell; Johnston, Sarah; DiMicco, Wendy; Findlay, Margaret P.; Taylor, Judy A

doi:10.1016/s8755-7223(96)80071-8

Cited by 6 publications

(3 citation statements)

References 8 publications

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“…49,[61][62][63][64][65][66][67][68][69] Although honor codes are less prevalent in health professions education, they are considered desirable. 41,47,49,52,[70][71][72][73][74][75] Research has suggested that honor codes have an impact: dental students who attend an undergraduate college with an honor code have more rigorous standards about ethical behavior than those who don't. 70 It is time to extend the positive influence of professionalism into private practice by incorporating high ethical expectations during dental school through codes of professionalism that are a part of daily dental school life.…”

Section: Faculty Member Ethics Instructor and Ethics Researcher Drmentioning

confidence: 99%

Enhancing Ethical Behavior: Views of Students, Administrators, and Faculty

Koerber¹,

Botto

Pendleton

et al. 2005

Journal of Dental Education

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In an article published in the April 2004 issue of the Journal of Dental Education, Dr. Charles Bertolami proposed that our ethics curricula don't work due to the limitations of didactic education. He suggested that ethics should be taught as a “precurriculum” course prior to entering dental school and that the dental school ethics course should be elective and consist of small groups of students who are guided to introspection to understand their true self‐interest. He argued that “enlightened” self‐interest is the best means to motivate students to behave ethically. Our article was stimulated by Bertolami's contentions. Six essays are presented that offer perspectives on the issue of professional ethics and ethics instruction from the viewpoints of students, administrators, and faculty at one dental school. The student essays support the difference between teaching about ethics and changing behavior and discuss the pressures to cheat in dental school. Bertolami's proposition regarding the role of self‐interest in ethical decision making is examined. The final essays discuss the ways that ethics curricula and dental schools can encourage students to internalize the values of dentistry. They conclude that while some of Bertolami's propositions may have merit, many do not seem to accomplish the desired goals of inculcating ethics or enhancing ethical behavior in dental students, and they encourage further discussion of ethical instruction.

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Section: Faculty Member Ethics Instructor and Ethics Researcher Drmentioning

confidence: 99%

Enhancing Ethical Behavior: Views of Students, Administrators, and Faculty

Koerber¹,

Botto

Pendleton

et al. 2005

Journal of Dental Education

View full text Add to dashboard Cite

show abstract

“…As honor codes can be effective means of reducing academic dishonesty, it is important that an institution carefully formulate the code it adopts. Briefly enumerated, the minimum elements of an ideal honor code [28][29][30] include: 1. a statement of values endorsed and upheld by the code, generally honesty and integrity in all academic endeavors; 2. a list of enumerated violations, usually with a disclaimer that the behaviors fit into a general class and that not every potential violation is enumerated; 3. a list of sanctions for violation of a code premise; 4. a description of the governing judiciary group charged with overseeing any proceedings for violators including its selection process and qualifications; 5. a description of the process to be followed should a report of a violation be made to the governing group; 6. a statement of confidentiality of the process and outcomes; 7. a provision for recording proceedings; 8. a provision for a written decision within a specified period; and 9. a provision for appeal to an additional body if the outcome is adverse to the accused. These elements are the ideal for a soundly constructed honor code that would be functional and advance the ethical environment.…”

Section: Elements Of An Effective and Constitutionally Valid Honor Codementioning

confidence: 99%

Enhancing Academic Integrity: Formulating Effective Honor Codes

Turner¹,

Beemsterboer²

2003

Journal of Dental Education

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Academic integrity continues to be of concern in higher education as the data from undergraduate schools shows an increasing prevalence of cheating behaviors and changing values of students who are entering dental education. The use of honor codes has been reported to positively influence the attitudes and behaviors of students. This paper discusses the elements of an effective and valid honor code and its possible role in enhancing the dental school environment.

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“…A review of the literature informed the development of our theoretical framework of twenty such views, consisting of four perspectives linked with five behaviours that define academic integrity. The four groups that hold perspectives on academic integrity in health related academic programs are those of the individual (either a student or a faculty member), the academic program as a whole (McCabe, Trevino, & Butterfield 2002), clinical practitioners, and society in general (Davis, Johnston, DiMicco, Findlay, & Taylor, 1996;Gabbay, 1999). Each of the four viewpoints may focus on any of five behaviours that define academic integrity, as established by the 320-plus academic institutions worldwide that constitute the Center for Academic Integrity: honesty, trust, fairness, respect and responsibility (Center for Academic Integrity, 1999).…”

mentioning

confidence: 99%

Determining the opinions of health sciences students and faculty regarding academic integrity

Randall¹,

Bender²,

Montgomery³

2007

IJEI

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This study used Q method to understand the opinions of students and faculty in health sciences programs in physical therapy and occupational therapy regarding what they consider to be key aspects of academic integrity, viewing it from the perspectives of the individual, the academic program, practitioners, and society. Thirty-eight students and faculty sorted statements on academic integrity to represent their reactions to the condition of instruction, "What are your thoughts about values in your academic program?" Data were analysed by correlating the sorts and using factor analysis and rotation to produce two factors, each with distinct views of academic integrity. 'Collective Integrity' reflects a more society-oriented view and 'Personal Integrity' shows a more internally-driven view. Demographic information revealed that more students, women, and those less than thirty years of age define the Collective Integrity factor, which is substantiated through theoretical interpretation using Gilligan's feminist theory of development. Demographics of academic role, age, and gender were not as strongly linked to the Personal Integrity factor. The implications of this study include the need for academic institutions to develop or continue with established policies that promote academic integrity, and for further research on this subject, as well as that of academic dishonesty.

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The case for a student honor code and beyond

Cited by 6 publications

References 8 publications

Enhancing Ethical Behavior: Views of Students, Administrators, and Faculty

Enhancing Ethical Behavior: Views of Students, Administrators, and Faculty

Enhancing Academic Integrity: Formulating Effective Honor Codes

Determining the opinions of health sciences students and faculty regarding academic integrity

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